Early professional development (EPD) is the phase of your professional development that you undertake in the early years of your career. It makes a difference to your teaching practice, preparing you for your career ahead and benefiting learners and the school in which you work.
As a teacher in the early years of your career, you have specific development needs that may differ from the needs of more experienced teachers, and you may take on new responsibilities for the first time.
TDA research shows that the priority areas of development for many teachers in their second and third years include:
- ensuring their first experience of performance management builds consistently upon their induction
- preparing to take on additional responsibilities
- expanding their subject knowledge and pedagogy
- developing their behaviour management skills
The end of your induction review provides an opportunity for you and your induction tutor to review professional development over the induction period and take stock of what has been achieved in the first year. The review should also focus on your EPD needs and prepare you for your involvement in the school’s performance management arrangements.
Unlike during induction, teachers in their second and third years of teaching have no statutory or contractual entitlements for release time to do continuing professional development (CPD).
Have a look at the many national programmes that provide flexible learning and combine national standards to tailor learning to your own development needs and the needs of your school.
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